Metaphors of knowing,doing and being: Capturing experience in teaching and teacher education

In this article, Bateson's idea of human beings thinking with metaphors and learning through stories is examined as it played out within accumulated educational research studies. Five storied metaphors illuminating knowing, doing and being are highlighted from five investigations involving different research teams. In the cross-case analysis, the importance of narrative exemplars emerges, along with the significance of metaphors serving as proxies for teachers' experiences. The plotlines of the metaphors, the morals of the metaphors and the truths of the metaphors are also discussed. In the end result, the value of metaphors in surfacing teachers' embedded, embodied knowledge of experience is affirmed as well as the deftness of the narrative inquiry research method in metaphorically capturing pre-service and inservice teachers' storied experiences.     

Preservice training in response to intervention: Learning by doing an interdisciplinary field experience

Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of prevention, instruction and intervention services, and decision making in schools. Although RTI will continue to evolve, core characteristics of RTI that form the basis of state initiatives are well founded in intervention and instructional research and practice. These core characteristics (i.e., data‐based decision making, evidence‐based intervention, teaming, and problem solving) represent skills immediately needed by professionals‐in‐training. This article reports collaboration between school psychology and special education faculty in designing and implementing an integrative field experience in RTI. Training, student, and program outcomes are used summatively for accountability. © 2008 Wiley Periodicals, Inc.     

Learning mathematics for teaching in the student teaching experience: two contrasting cases

Student teaching (guided teaching by a prospective teacher under the supervision of an experienced “cooperating” teacher) provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching. The interactions between a student teacher and cooperating teacher provide an obvious mechanism for such learning to occur. We report here on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes that emerged from their conversations. We focus on two pairs for whom the core conversational themes represent disparate approaches to mathematics in and for teaching. One pair, Blake and Mr. B., focused on controlling student behavior and rarely talked about mathematics for teaching. The other pair, Tara and Mr. T., focused on having students actively participating in the lesson and on mathematics from the students’ point of view. These contrasting experiences suggest that student teaching can have a profound effect on prospective teachers’ understanding of mathematics in and for teaching.

Learning by teaching face-to-face: the contributions of preparing-to-teach,initial-explanation,and interaction phases

Teaching other students in a face-to-face manner has been shown to effectively foster both one’s own and their learning. This study experimentally investigated whether and how tutors and tutees academically benefit from three phases of face-to-face teaching: preparing-to-teach, initial-explanation, and interaction phases. Japanese undergraduates (n = 80) acted as tutors or tutees in peer tutoring. After studying with the expectation of teaching face-to-face or taking a test (the preparing-to-teach phase), tutor participants provided tutee participants with initial instructional explanations, without asking or answering questions (the initial-explanation phase), and then engaged in a question-and-answer period (the interaction phase). Tutor and tutee participants learned better by providing and receiving higher-quality explanations in the initial-explanation and interaction phases. Face-to-face teaching vs. test expectancy had no effects on the quality of tutor participants’ explanations or their learning outcomes. The results suggest that both the initial-explanation and interaction phases contribute to learning by teaching face-to-face, whereas the preparing-to-teach phase does not.

     

Learning,teaching, and constructing identities: ESL pre-service teacher experiences during a short-term international experience programme

Short-term international experience programmes are a common element of English second language (ESL) teacher education in many countries. This study problematizes the belief that such programmes necessarily result in beneficial changes in pre-service teachers thinking about themselves as teachers – their beliefs, habits, and values – by exploring the experiences of eight pre-service ESL teachers from Hong Kong as they undertook a short-term international experience programme in Australia. Drawing on a theory of identity construction, the findings suggest that identity conflicts impacted how the student teachers experienced this programme as they struggled to reconcile past, present, and future trajectories of teacher identity. In particular, the student teachers constructed rigid divisions between different types of teachers and teaching they experienced at home and abroad. These divisions were reflected in antagonistic relations between the types of English language teachers and teaching they aligned their own teaching activities and practices with and the teacher identities that they perceived to be available to them within the Hong Kong education system. Implications for addressing such identity conflicts throughout international experience programmes are considered and implications for future research are discussed.     

网络自主学习、多媒体教学与传统教学对比分析--一项关于大学英语听力学习的实证研究

对网络自主学习、多媒体教学与传统教学这三种学习环境下的听力学习进行实验对比,结果表明网络自主学习学习环境的效果要优于多媒体教学与传统教学,亦即网络自主学习是可行的,但在学生自主学习能力发展初期教师要发挥正确引导作用。     

School-based Learning: Constraints and limitations in learning from school experience for teaching assistants

The role and numbers of teaching assistants (TAs) in English schools has grown dramatically in recent years. This is associated with professional development which could give access to Qualified Teacher Status. This part-time, school-based route is consistent with the growth of alternative routes into teaching that are based on an 'apprenticeship model of teacher training'. This model is consistent with the dominant model of 'reflective practice' in teacher training. This study of a cohort of students in their first year of a part-time degree programme for TAs examines the role of experience from constructivist and sociocultural perspectives. It concludes that the TAs' social context in school has a significant impact on the potential to learn from experience and this needs to be addressed in the design of such programmes.     

“教、学、做”一体化单片机教学实验平台的设计与应用

基于"教、学、做"三位一体化教学模式,设计了一款经济、实用的单片机教学实验平台。该实验平台使用方便、扩展性好,既可以满足单片机课程实践教学需要,又可以用于大学生的各种电子竞赛的培训,拓展了学生的实验空间,对提高学生单片机技术应用能力和学科综合素养有着积极的促进作用。     

Learning to teach science: Personal epistemologies,teaching goals,and practices of teaching

The purpose of this study was to understand what personal epistemologies and science teaching goals preservice secondary science teachers of a teacher education program in the USA bring with them to their learning to teach and how they translate such beliefs into actions. A set of essay questions, developed through a pilot study, was used to identify preservice teachers’ personal epistemologies and teaching goals at the beginning of science methods instruction. Classroom observation reports, video recorded teaching episodes, lesson plans and self-video reflections were collected to identify connections between their epistemologies, teaching goals, and practice of teaching. Relational and ontological dimensions of epistemological beliefs were found to be useful for understanding preservice teachers’ personal epistemologies and teaching practices. The data suggests that the participants’ espoused teaching goals were relevant to their personal epistemologies when differentiating naïve personal epistemologies from the sophisticated, and their emerging teaching practices demonstrated shifts in personal epistemologies and potential for further development in teaching practices. Findings indicate sources of how teaching practices are shaped. Implications for teacher education include needs for addressing ways to deal with teaching constraints for constructivist teaching approaches, collaboration with content course instructors, critical reflection on field experience, and developing induction programs that support continuing development of emerging teaching practices.     

“做中学”在生物新课程教学改革中的应用例举

美国教育家杜威认为科学教育不仅仅是让学生记忆百科全书式的知识,也是一种过程和方法,教学的任务不仅在于教给学生科学的结论,更重要的是促进并激发学生的思维,使他们掌握发现真理、解决问题的科学方法.杜威认为,赫尔巴特的"教师中心,从课中学"为特征的传统教育有很大的局限性,这种教育培养出来的人难以适应社会的变化.     

对北师大版初三历史教材的两点质疑

在教学中，笔者发现北师大版初三历史教材在编排上的两处不够严密之处，指出来以请教行家．     

Three Forms of the Knowledge Economy: Learning,Creativity and Openness

ABSTRACT

This paper outlines and reviews three forms and associated discourses of the ‘knowledge economy’: the ‘learning economy’, based on the work of Bengt-Åke Lundvall; the ‘creative economy’ based on the work of Charles Landry, John Howkins and Richard Florida; and the ‘open knowledge economy’ based on the work of Yochai Benkler and others. Arguably, these three forms and discourses represent three recent related but different conceptions of the knowledge economy, each with clear significance and implications for education and education policy. The last provides a model of radically non-propertarian form that incorporates both ‘open education’ and ‘open science’ economies.     

技能大赛背景下“做中学”教学模式研究

高职院校的任务是培养符合时代需要的实用型、技能型人才,职业院校技能大赛的目的就是以技能大赛为动力,通过校校有比赛,层层有选拔,突出职业技能导向,推动职业教育教学模式和人才培养模式的改革,文章通过对高职院校教学模式的分析,提出以技能大赛为背景下的"做中学"教学模式。     

Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant

This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education, a large‐enrollment, inquiry‐based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, “What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to elementary education students?” We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college‐level instructors with changing their orientation to teaching science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584–602, 2004     

《中国现当代文学》课程“教、学、做”一体化教学模式探讨

本文具体论述了"教、学、做"一体化教学模式在《中国现当代文学》课程教学中的探索与实践的情况。主要从教学内容、教学方法、教学手段、课程考核方式等四方面进行探索与实践。     

教学相长 构建“做学”结合的实践教学体系

根据农业生物学实验教学中心建设的实践,从教师和学生两个层面阐述和探讨了适应农业院校发展的大学生实践创新体系建设。     

"Java程序设计"教学中的"做中学"和面向过程考核

在"Java程序设计"教学中,通过基于项目的教学活动的开展,在"做"中给学生创设真实问题环境和协作学习环境,在激发学生"学"兴趣的同时,提升学生的综合能力,对于计算机类教学有借鉴意义。通过自身教学改革的具体案例,描述了这样一个过程,来探讨"做中学"教学过程应注意的一些问题和和面向过程考核的优劣。